Traditionally, Kantian ethics has been thought hostile to agents’ well-being. Recent commentators have rightly called this thought into question, but they do not push their challenge far enough. For they assume, in line with the tradition, that happiness is all there is to well-being – an assumption which, combined with Kant’s rationalism about morality and empiricism about happiness, implies that morality and well-being are at best extrinsically related. Drawing on Kant’s underappreciated discussion of self-contentment, an intellectual analogue of happiness, I reconstruct an alternative account of morality’s relation to well-being. Morality is intrinsically related to well-being – and so is its own reward – not because it makes us happy but because it makes us self-contented.

This article advances a new account of Kant’s views on conceptualism. On the one hand, I argue that Kant was a nonconceptualist. On the other hand, my approach accommodates many motivations underlying the conceptualist reading of his work: for example, it is fully compatible with the success of the Transcendental Deduction. I motivate my view by providing a new analysis of both Kant’s theory of perception and of the role of categorical synthesis: I look in particular at the categories of quantity. Locating my interpretation in relation to recent research by Allais, Ginsborg, Tolley and others, I argue that it offers an attractive compromise on this important theoretical and exegetical issue.

In this essay I argue that Kant remained committed to the necessity and fundamental importance of education throughout his career. Like Johann Bernhard Basedow (1724–90), Kant holds that a ‘total transformation’ of schools is necessary, and he holds this view not only in the 1770s but in his later years as well. In building my case I try to refute two recent opposing interpretations – Reinhard Brandt’s position that Kant’s early ‘education enthusiasm’ was later replaced by a politics enthusiasm, and Manfred Kuehn’s view that the increasing importance of autonomy in Kant’s mature ethics leads him to de-emphasize education.

I propose that we interpret Kant’s argument from incongruent counterparts in the 1768 article ‘Concerning the Ultimate Ground of the Differentiation of Directions in Space’ in light of a theory of dynamic absolute space that he accepted throughout the 1750s and 1760s. This force-based or material conception of space was not an unusual interpretation of the Newtonian notion of absolute space. Nevertheless, commentators have continually argued that Kant’s argument is an utter failure that shifts from the metaphysics of space to its epistemology, because he has no way to connect ‘directionality’ and ‘handedness’ to absolute space. This supposed failure is based on an understanding of absolute space in purely mathematical terms and as an absolute void that lacks any qualitative or dynamic features. If we recognize that Kant held that space had an intrinsic directional asymmetry then his argument successfully connects incongruent counterparts to absolute space. The presence of this notion in Kant’s pre-Critical thought is rarely noted, and its necessity in understanding his incongruence argument is novel.

In this article, I argue that in the sense of greatest epistemological concern for Kant, empirical cognition is ‘rational sensory discrimination’: the identification or differentiation of sensory objects from each other (whether correctly or not), occurring through a capacity of forming judgements (whether correct or not). With this account of empirical cognition, I show how the Transcendental Deduction of the first Critique is most plausibly read as having as its fundamental assumption the thesis that we have empirical cognition, and I provide evidence that Kant understood Hume as granting this assumption.

In his recent book, The Evolution of Modern Metaphysics, Adrian W. Moore takes Kant to play a crucial role in the evolution of modern philosophy; yet, for him, Kant’s metaphysics is ultimately and profoundly unsatisfactory. In this article, I examine several of Moore’s objections and provide replies. My claim is that Moore’s reading points to fundamental issues, yet these are not issues of Kant’s transcendental idealism, but of the traditional idealism his view has often been taken to represent.

Adrian Moore develops a helpful distinction between good and bad metaphysics. Employing this distinction, I argue, first, that some contemporary metaphysical theories might be ‘bad’, insofar as they employ, unreflectively, concepts akin to Kant’s Ideas of reason. Second, I investigate the difficulty Kant himself has with explaining our craving for bad metaphysics. Third, I raise some problems for Kant’s doctrine of ‘transcendental cognition’, which rests on the difficult assumption that Ideas have objective reality. I conclude that, while Kant has given us means to combat certain bad metaphysics, his own philosophy is not entirely free of it either.